The Undecidable Grounds of Scientific Expertise: Science Education and the Limits of Intellectual Independence
Abstract
Motivated by the work of Hardwig (1985, 1991) on epistemic dependence and trust in expertise, we enquire into the nature and extent of the critical assessment that non-scientists can make—and that they should be taught to make—with regard to science. Our thesis is that critical assessment of science is possible for non-experts because at the basis of science is a set of norms, beliefs and values that are contestable by non-scientists. These norms, beliefs and values are of critical importance to science education and valuable to explore from a pedagogical perspective.
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- Authors
- Gaon, S., & Norris, S. P.
- Affiliations
- University of Alberta (CA)
- Corresponding author
- Gaon, Stella
- Norris, Stephen P.
- ORCID
- Gaon, Stella
- Venue
- Journal of Philosophy of Education
- Publisher
- Oxford University Press (OUP)
- Published
- 2001-05
- Volume
- 35
- Issue
- 2
- Pages
- 187-201
- ISSN
- 0309-8249 (ISSN-L)
- 1467-9752
- OpenAlex
- W2158742355
- Cited by
- 22
- References
- 0
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 2 · 2023: 1 · 2022: 2 · 2020: 3 · 2017: 2 · 2015: 2 · 2014: 1 · 2012: 1
- FWCI
- 6.30
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Journal of Philosophy of Education (publishedVersion)
- DigitalGeorgetown (Georgetown University Library) (submittedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Arts and Humanities › Philosophy › Epistemology, Ethics, and Metaphysics
- Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
- Keywords
- scientific expertise, epistemic dependence, trust in expertise, non-experts, science education, intellectual autonomy
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